Giáo án Tiếng Anh lớp 2: Bài Review 1

Giáo án Tiếng Anh lớp 2: Bài Review 1 được biên soạn với mục tiêu nhằm giúp các em học sinh nhớ tên các chủ đề đã học từ unit 1 đến unit 4, cũng như có thể lặp lại và hiểu một câu chuyện ngắn, xác định và nói những từ đã học,... Mời quý thầy cô và các em học sinh cùng tham khảo chi tiết nội dung giáo án!

TIẾNG ANH 2 LESSON PLAN

School:

School year:

_ _

Grade:

_

Teacher:

Approved by:

_ _

REVIEW 1 Phil and Sue – Period 1

Date: _

I

OBJECTIVES By the end of the lesson, pupils will be able to:

- repeat and understand a short story

- identify and say the words they have learnt

II INPUT Language:

- Vocabulary: pasta, pizza, kite, bike, kitten, sail, sea, rainbow, road

- Structures:

Is he/she _ (verb + –ing)? and Yes, he/she is /

No, he/she isn’t to ask and answer questions about

actions in progress

Let’s look at the _! to suggest doing something What can you see? and I can see a _ to

describe features of a scene

Resources/Material:

- Student’s book, page 20

- Teacher’s guide, pp 38 - 39

- sachmem.vn

- Flashcards/ Poster

- Computer, projector

III

PROCEDURE

Warm-up – Listen and read – Look again and circle –

Wrap-up

Procedur

e Teaching and learning activities

Classroom management Warm-up 5 minutes

- Remind pupils of the names of the

topics they have learnt from Unit 1 to Unit 4.

Option 1

- Revise Units 1 to 4 topics by showing

pictures of a birthday party, a backyard, the seaside and the countryside

Encourage pupils to use the words and sentence structures that they learnt

- Say “Open your books at page 20 and

look at Review 1, Phil and Sue.”

Whole class

Option 2

Have pupils play a game (e.g Slap the board, Pelmanism) with the words they

have learnt in the previous units. 

Group work

Option 3

Stick some flashcards including some

pictures of the words from Units 1 to Unit 4 on the board Write the words on

the board Have pupils match

Group work

1 Listen and read

15 minutes

Step 1: Have pupils look at the picture of the boy,

the girl and the speech bubbles Introduce

again the two new characters Phil and Sue

Whole class

and help pupils identify them (their names,

genders, …) by asking them some

questions such as Who’s the boy? Who’s

the girl? What are they doing? Check

comprehension

Step 2: Have pupils look at Picture 1 (saying Look

at Picture 1, please!) and describe the

picture (Picture (1) shows Sue flying over

the countryside She sees Ba flying a kite

Sue is saying “Look! Ba’s flying a kite!”)

Whole class

Step 3: Play the recording several times for pupils

to listen and repeat the sentences in the

bubbles of picture 1, saying “Listen, point

to the sentence and repeat, please!”

Whole class

Step 4: Repeat the same procedure with Pictures

2, 3 and 4 Correct pronunciation, if

necessary Give further support to those

pupils whofind it difficult to do the task

Whole class

Step 5: Play the recording of the whole story

several times and have pupils listen, point

to the speech bubbles and repeat until they

feel confident Go around and o er help, ifff

necessary

Individual work

Step 6: Have pupils work in pairs to act out the

story Go around the class to o er help andff

correct pupils’ pronunciation, if necessary. 

Pair work

Step 7: Invite a few pairs to act out the story for the

class Encourage them to use gestures,

face expressions, … Observe and support

pupils when needed

Pair work

Extensio

n:

For more advanced classes, have pupils

close their books and try to remember what

the characters are doing in each picture. 

Individual work

2 Look again and

circle 8 minutes

Step 1: Explain to pupils that they are going to look

at the four pictures and circle the words

appeared in the story

Whole class

Step 2: Have pupils point to and say the word bike

(say “Point to the word bike Say bike.”)   Whole class

Step 3: Have pupils look again at the story and try

to find a bike in one of the pictures (say

“Look again Is there a bike in the story?”)

If there is a bike, pupils should circle the

word/picture; if not, then they do not need

to circle the word/picture. 

Whole class Individual work

Step 4: Ask pupils to look at the other pictures and

circle the words in the chain, saying “Use

your pencil to circle the words” Give pupils

time to work Give further support to those

pupils who find it difficult to do the task

Individual work

Step 5: Invite some pupils to show what they have

done Praise them if they have done well

Have the class say all of the words they

have circled

Answers: pizza, rainbow, sea, kitten 

Whole class Individual work

Wrap-up: 5 minutes

Revise the main teaching point of the

lesson by asking pupils some questions

about the story

Whole class

Option 1

Using sachmem.vn, show the pictures of

the story without showing the text Have

pupils tell the story from their memory.

Whole class

Option 2

Show flashcards of the words that appear

in the story and have pupils say the words

Individual work

Option 3

Have pupils play Slap the board with the

words from Units 1-4.

Individual work Group work

TIẾNG ANH 2 LESSON PLAN

School:

School year:

_ _

Grade:

_

Teacher:

Approved by:

_ _

REVIEW 1 Self check – Period 2

Date: _

I

OBJECTIVES

By the end of the lesson, pupils will be able to:

- recognise the sounds they have learnt;

- recognise the words they have learnt;

- listen for specific sounds and words

II INPUT Language:

- Sounds: /p/ (letter p), /k/ (letter k), /s/ (letter s), and /r/ (letter r)

- Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river

Resources/Material:

- Student’s book, page 21

- Teacher’s guide, pp 40 - 41

- sachmem.vn

- Flashcards

- Computer, projector

III

PROCEDURE

Warm-up – Listen and tick – Listen and circle – Write and say – Wrap-up

Procedure Teaching and learning activities

Classroom managemen t

Warm-up 5 minutes

Option 1

Using sachmem.vn, play the video of the

story in Lesson 1 Have pupils role play it.

Whole class Pair work

Option 2

Have pupils play Hot seat to revise the

words they learnt in previous units

Group work

Option 3

Have pupils play Pass the ball game Give

flashcards for pupils to pass with the music, then when the music stops, those who get the flashcards will say the words

Whole class Group work

1 Listen and tick 8 minutes

Step 1: Have pupils look at the pictures and say

the words (say “Point and say.”) When

pupils answer correctly, confirm by saying

“river/ road/ pizza/ pasta/ sea/ sand”

Whole class Individual work Step 2: Play the recording and ask pupils to listen

and tick the correct box (say “Listen and tick”) Give further support to those pupils who find it difficult to do the task Play the

recording again, if necessary (say “Listen again.”)

Whole class Individual work

Step 3: Follow the same procedure with the

pictures of questions 2 and 3 Go around and o er help, if necessary.ff

Whole class Individual work Step 4: Check the answers by asking “a or b?”

When pupils answer correctly, confirm by saying

“1a river”/“2b pasta”/ “3a sea” and encourage them to repeat

Whole class

Audio script: 1 river 2 pasta 3 sea Answers: 1 a 2 b 3 a

Extension

:

Put the flashcards of Units 1-4 at different

places in the class Have pupils play in groups of four Say one word, for example,

pasta, the pupils will try to run to the

flashcard “pasta” as fast as he/she could to slap on the word

Group work

2 Listen and circle 7 minutes

Step 1: Have pupils look at the pairs of letters and

say the letter sounds in pairs (say “Point and say.”) Invite some pupils to say the letters and the sounds in front of the class

Whole class

Step 2: Play the recording, ask pupils to listen and

circle the letters of the sounds (say “Listen and circle.”) Allow pupils time to complete the activity Play the recording again, if necessary (say “Listen again.”)

Individual work

Step 3: Check the answer to Question 1 by asking

“/s/ or/r/?” Invite some pupils to say the sounds they have heard When pupils answer correctly, confirm by saying “/s/.”

and encourage them to repeat

Individual work

Step 4: Repeat Step 3 for Questions 2, 3 and 4. Individual

work

Audio script: 1 s 2 r 3 p 4 k

Extension

: Divide pupils into groups Have them listen to one sound, for example /s/, and in one

minute, pupils try to find out the words

contaning the sound /s/ such as sea, sun, sail, The group with the most correct

words wins

3 Write and say 10 minutes

Step 1: Draw pupils’ attention to Picture 1, say “Look

at Picture 1” Have pupils point and say the

words (say “Point and say.”) When pupils

answer correctly, confirm by saying

“popcorn/ kitten/ sand/ rainbow”

Whole class

Step 2: Have pupils write the letters to complete

the words (say “Look and write.”) Allow

pupils time to complete the activity Go around the class to o er support ff

Individual work

Step 3: Get pupils to check their answers in pairs

Then ask some pairs to give their answers

Give comments and confirm the correct answers

Pair work

Step 4: Have pupils say the words (say “Now say.”) Whole class

Extension

:

Write incomplete words on the board and have some pupils to write letters to complete them

E.g: _ ite , _ iver, _izza, _opcorn, …

Individual work

Wrap–up 5 minutes

Option 1

Have pupils play Kim’s game Stick

flashcards on the board Have pupils look

at the cards for 30 seconds Then ask them to close their eyes Have them open their eyes again and say what words have been missing

Whole class Group work

Option 2

Stick some picture cards on the board

Write the words on the board Have pupils match

Group work Individual work

Option 3

Have pupils play Whispering game to revise the words from Units 1-4 Divide

the class into teams Pupils are going to listen to the message their friends whisper and then pass the message to the next pupil The team wins if the last person in the team can speak out the word he/she heard correctly

Group work

TIẾNG ANH 2 LESSON PLAN

School:

School year:

_ _

Grade:

_

Teacher:

Approved by:

_ _

REVIEW 1 Self check – Period 3

Date: _

I

OBJECTIVES

By the end of the lesson, pupils will be able to:

– recognize the target words and sentence structures;

– write the learnt words

II INPUT Language:

- Vocabulary: pasta, pizza, popcorn, kite, bike, kitten, sail, sea, sand, rainbow, road, river

- Structures:

The is yummy to express this feeling about a

particular food

- Is he/she _ (verb + –ing)? and Yes, he/she is / No, he/she isn’t to ask and answer questions about

actions in progress

Let’s look at the _! to suggest doing something What can you see? and I can see a _ to

describe features of a scene

Resources/Material:

- Student’s book, page 22

- sachmem.vn

- Teacher’s guide, pp 41 - 42

- Flashcards

- Computer, projector

III

PROCEDURE

Warm-up – Read and tick – Guess, read and circle Then say – Write the words – Wrap-up

Procedure Teaching and learning activities Classroom

manageme nt Warm-up 5 minutes

Option 1

- Have pupils sing one or two songs from

Units 1 - 4 to revise the words and

structures they have learnt If pupils do not remember the songs, play the recording for them to sing along

Whole class

Option 2

Show pupils the lyrics of a chant or a song

from Units 1 - 4 with some missing words,

e.g.:

What can you see?

I can see a .

A rainbow in the sky.

What ?

I can see a river.

A near the road

Then ask pupils to listen to the chant/song and fill in the blanks, then sing the complete chant/song aloud

Whole class Individual work

Option 3

Have pupils play the game Missing flashcard to revise the sounds and words

they learnt in previous units

Group work

4 Read and tick 8 minutes

Step 1: Have pupils read and say the sentence

structure in Question 1 Let’s look at the Whole class

Step 2: Have pupils look at the pictures underneath

the sentence structure (saying “Look at the

pictures in Question 1, please!") and say

what they can see When pupils answer correctly, confirm by saying “sand/river”

Whole class

Step 3: Have pupils read the sentence again and

tick the correct box (say “Read and tick.”) Allow pupils time to complete the activity

Give further support to those pupils who find it difficult to do the task

Individual work

Step 4: Check answers by saying “a or b.?” When

pupils answer correctly, confirm by saying “b

Let’s look at the river!” and encourage them

to repeat

Whole class

Step 5: Repeat Steps 1 to 4 for the sentence

structures in Question 2 Is she flying a

kite? and Question 3 I can see a road

Whole class Individual work

Extension: Say aloud some sentences and have pupils

slap the suitable pictures Group work

5 Guess, read and circle Then say 8 minutes

Step 1: Draw pupils’ attention to Picture 1 and

encourage them to guess what is in the

picture (say “Look at Picture 1 Guess what

it is.”)

Whole class

Step 2: Have pupils read the two sentences

underneath Picture 1 (say “Look at and read the sentences.”)

Whole class

Step 3: Say “Circle the correct sentence.” and allow

pupils time to complete the activity Individual work

Step 4: Check answers by saying “a or b?” When

pupils answer correctly, confirm by saying

“a The pasta is yummy.” and encourage

them to repeat

Whole class Individual work Step 5: Repeat Steps 1 to 4 for Picture 2 and

Extension: Have pupils rearrange the sentences to

make meaningful sentence E.g:

a sail / I / can see (I can see a sail.)

Group work

flying/ He’s/ a kite (He’s flying a kite.)

6 Write the words 8 minutes

Step 1: Have pupils look at and describe the

picture using the words they have learnt

Whole class

Step 2: Write k_ _ _ on the board and encourage

pupils to complete the word When they

answer correctly, confirm by saying “kite”

and encouraging them to repeat

Whole class

Step 3: Repeat Step 2 for sea (s_ _), pizza (p_ _ _

_), pasta (p_ _ _ _) and road (r_ _ _).

Whole class

Step 4: Say “Write the words.” and allow pupils

time to complete the activity

Individual work Step 5: Check answers by inviting pupils to come

to the front and complete the words kite, sea, pizza, pasta and road on the board

Individual work

Extension: Show the pictures of some learnt words and

ask pupils to write the words on their notebooks Ask pupils to swap their answers with other classmates Then check the answers as a class

Whole class Individual work

Wrap–up 5 minutes

Option 1: Write a letter, then pupils take turn go to the board and write the next letter, one by one, until it becomes a word

Practise writing as many words as possible

Group work

Option 2: Show flashcards and have pupils

say the words Ask some pupils to make sentences with the words

Individual work

Option 3: Write incomplete sentences on

the board (with pictures) Invite some pupils

to go to the board and write the letters to complete the sentences

E.g The picture of a plate of pasta and the

Individual work Group work